- •Learning styles
- •Learning outcomes
- •1.1 How do we learn?
- •1.2 Left and right brain characteristics
- •1.2 Left and right brain characteristics
- •1.2 Left and right brain characteristics
- •1.3 Discussion
- •Whole brain learning
- •2.1 Whole brain learning
- •Learner 1
- •Learner 2
- •Learner 3
- •3. Learning styles and the implications for teaching
- •3.1 Implications for teaching
- •3.1 Suggestions - learning styles
- •3.1 Learning styles and the implications for teaching
- •3.2 What's your teaching style?
- •3.2 What's your teaching style?
- •3.2 Commentary - What's your teaching style?
- •Learning styles in the classroom
- •4.1 Classroom resources
- •4.1 Learning styles and classroom resources - Part one
- •4.1 Learning styles and classroom resources - Part two
- •4.2 Classroom activities
- •Exercise - Learning styles and classroom activities
- •4.1 Learning styles and classroom activities
- •Learning styles and classroom activities
- •4.2 Learning styles and classroom activities
- •Multi-sensory learning - vak
- •5.1 Language skills and vak
- •5.1 Language skills and vak
- •5.2 Teaching vocabulary and vak
- •5.2 Teaching vocabulary and vak
- •5.3 A multi-sensory approach to teaching
- •5.2 Multi-sensory activities - Part one
- •What level of English do the students need to do this?
- •How does Raymond finish the activity?
- •5.2 Multi-sensory activities - Part two
- •Love and hate What size class could this be used with?
- •Does the activity really address all three learning styles?
- •What language could you focus on?
- •What level of English do the students need to do this?
- •Rounding up
- •6.1 Water, oxygen and the brain
- •6.2 Food for thought
- •Responses
Whole brain learning
This exercise will take around 20 - 30 minutes.
If we can really make use of the right brain, it could work to our advantage!
This is one very good reason to start thinking about how you can really communicate with and teach to the right brain.
Open the Whole brain learning exercise for an introduction to whole brain learning.
Then read the Whole brain learning resource to find out how whole brain learning affects what we do in the classroom.
2.1 Whole brain learning
So, how does whole brain learning affect what happens in the classroom?
The point we're trying to make here is that we can make learning more effective by making our activities 'whole-brain'. If in our activities we have something for the predominantly left-brained, the visual, auditory and kinaesthetic learner, we are helping all our learners learn according to their preferred learning style.
Think about the following quote by George Isaac Brown on the subject of whole-brain learning:
"We have a mind. We have feelings. To separate the two is to deny all that we are. To integrate the two is to help us realise what we might be."
This means that in a lesson, with the older category of young learners - pre-teens or teenagers - there might be opportunities to analyse language structures.
This would appeal to our mainly left-brained learners. But in the same lesson we also need to create opportunities for the other learning styles.
So for visual learners you might include pictures, posters or graphs, the auditory learners would need some kind of sound or vocal input, while kinaesthetic learners need to do something. It's all a matter of balancing what you do in the class.
The following activity tries to show what a lesson looks like from the point of view of learners with different learning styles.
Read the following learner comments about a teacher and decide if the learner in each case is predominantly visual, auditory or kinaesthetic. Once you have decided, click Did you guess my learning style? to see if your guess is correct.
Learner 1
"I like it when my teacher uses pictures or games with bits of information on card or something. I especially like well-presented information on cards - they’re easy to learn from. "There's one teacher, Ms. B, who loves talking but not writing on the blackboard. I hate that class and luckily I love reading so I go home and read on the topic. And even when she gives us instructions, she thinks that once she's said them then that's OK and everyone knows what to do. I have to ask my friends to go through them again with me." |
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